Differentiating Assessment for Different Types of Learners and Levels:
How one school successfully uses standardized tests in conjunction with
differentiated assessments.
By Amber Henrey
September 14, 2011
Every year teachers are faced with the same dilemma: giving
students the (almost) end of the year State Test. It is a standardized test,
meaning it is given to all students state wide during the same time frame, in
the same exact way, with the same exact questions.
The problems is that not all students were taught or learn
in the same manner. As a data-manager as well as teacher for my school this
problem haunted my grade level and me as we tried to sleep at night. We know that out of our 90 students we
have huge discrepancies in everything. Socioeconomic status gap was far and
wide. English language levels were diverse. Simply the matter of sitting still
for a length of time varied between students. There was no way we could
effectively teach such a diverse population without addressing the diversity
within our classrooms.
We decided to switch for core subject matters from heterogeneous
homerooms to homogeneous core classes. Every teacher still taught all the
subjects but our kids went between us at different times of the day. It used to
be called tracking but I will explain why it isn’t.
To start the year off the students are grouped by a
combination of CST scores and teacher recommendations to get the core classes
going. 4th grade is the first year these kids are grouped
homogeneously so one teacher’s advanced student may be another’s proficient. We
monitor who is standing out in the group and adjust accordingly.
During the first month of school we give dreaded
assessments. Its not fun but it must be done so that we can quickly diagnose
learning abilities and missing skills . We try to keep it to 30 minutes once or
twice a day. The assessments are diagnostic and formative in nature. This helps
us monitor gains made during the year but also helps to determine our Targeted
instruction. The whole grade level takes a mock CST for 4th grade
standards to help us make more decisions about who to teach and what to teach
them.
Once the results are in we adjust the three groups for
Language Arts and Math. If we could have 5 groups it would be ideal but we only
have three fourth grade teachers. The advanced to high proficient group maxes
out at 35 students specifically assigned to the teacher that has GATE
credentials, and is truly an expert at teaching students to utilize their
higher level thinking skills. The high basic to proficient group also maxes out
at 35 students. The basic to below group hovers around 20 students unless they
are pulled out for resource at this time.
The groups are taught the same skills and essential
standards at the same time but in different ways. You may see different levels
of text and pacing however you will see that if comparing and contrasting is
occurring in the advanced class it is occurring in the below basic class as
well.
We give weekly assessments based on that specific skill. We
do not give “story tests” because we aren’t teaching story recall. We find an
alternate text for the kids to read. We select passages that match our theme or
genre. We create questions using question stems for our focus and using blooms
taxonomy.
Here is where the differentiation comes in. If a student’s
reading level is high they take the assessment at their reading level. The
questions are the same questions given in the lower levels however they tend to
be more open ended. The expectation is that they will be able to answer the
question without any other prompting. The middle group has a text at their
level but the questions typically have a sentence starter or frame for them to
fill in. The lowest level has reading at their level. Their questions are
typically fill in the blank with an example or vocabulary list. If necessary we
use a multiple choice format as well. We try to mix the types of questions on
each test so that we can see if the kids are able to do the standard or are
just good at test taking.
Here is what is key:
We focus on the skill and standard chosen as a grade level
for that week. We create tests that assess the skill and standard, not if they
can do everything at once: read a certain level, write, or spell. If a group can do all those things and
demonstrate mastery of the skill then they are assessed in a way that has all
the components. If they cannot do all those things then they are given an
assessment in the manner that they can. Regardless of how they show it; if they
can demonstrate that they can accomplish the skill or standard then they are
considered a success.
Back to the issue of tracking. Our kids do not stay in the
same groups all year. We have flexible groupings. If a student has demonstrated
mastery for 3 or more weeks they are often switched into the higher group. The
reverse also happens. If a student is not able to keep up with the rigor of the
class they are in than they can be moved into the lower group. There was a time where almost an entire
class had changes because one teacher was really able to teach something well
while another wasn’t. Teaching styles matched to student's learning styles played a big role in why some students were rotated between groups.
We also address the fact that kids have gaps to fill or
enrichment to extend. We have another block of instruction called Target Time.
We have additional support staff that help us break our groups into even
smaller specific groups for 40 minutes 4 days a week. These kids are grouped
based on their diagnostic assessments and given time to work on their gaps and
one specific standard at a time. A
pre-assessment is given every three weeks for that one standard and one skill
the students are working on. Then at the end of the three weeks a post
assessment is given. These assessments directly relate to the groups ability.
Groups are rearranged as needed.
The students know what group they are in and why. We know
kids notice that they are homogenously grouped and instead of acting like it
isn’t so we are up front about why they are placed where they are. “This group
was created because on the assessment we gave on making predictions using
context clues you scored less than 75% we are going to focus directly on that
standard for the next 3 weeks and give you an opportunity to move groups again."
This is the third year working this way and so far we
haven’t had any issues of insecurity or teasing. If anything it is a relief for
our students to be with common peers struggling with similar issues or ready to
be challenged. Our CST test scores took a grade level from 39% proficient in
third grade to 64% proficient in fourth grade. We continually evolve our
procedures and streamline them.
(I know there are more specific and better ways to differentiate assessment. There are students that get assessed in ways that depend on their strengths. For example a very verbal student had a hard time writing a summary so I interviewed him with my cellphone recorder and then had him play it back to himself as he wrote. He earned and A. Maybe my next blog will be about those as well)